Standards Used to

Assess

Collegiate Alcohol

Programs

The Network is the national organization that

proactively addresses the issue of alcohol, other

drugs, and violence in order to promote healthy

campus environments through self-regulatory

initiatives, information dissemination, and technical

assistance. The Network serves as a liaison between

the U.S. Department of Education and member

institutions as well as other higher education

professional organizations. Member institutions

encourage and enhance local, state, regional, and national

initiatives through a commitment to shared standards for

policy development, educational strategies, enforcement,

evaluation, and community collaboration.

Are You a Member of

The Network?

• http://www.thenetwork.ws/dir

ectory/search.php?ms=IL

• 96 institutions are indicated

• If your institution is a member,

then a chief executive officer

has agreed that you would meet

these standards.

The Network Standards

• Policy

• Education & Student Assistance

• Assessment

• Campus/Community

Collaboration

The Network Standards

Policy

• Annually promulgate policy,

consistent with applicable federal,

state and local laws, using such

means as the student and faculty

handbooks, orientation programs,

letters to students and parents,

residence hall meetings, and faculty

and staff meetings.

The Network Standards

Policy

• Develop policy that addresses both

individual behavior and group

activities

• Define the jurisdiction of the policy

carefully to guarantee the inclusion

of a campus property. Define

campus-based standards to off-

campus events involving students.

The Network Standards

Policy

• Stipulate guidelines on marketing

and hosting off-campus sponsored

events involving students, faculty,

staff, and alumni at which alcoholic

beverages are served.

• State institutional commitment to

the education and development of

students, faculty, and staff

regarding AODV issues.

The Network StandardsEducation & Student

Assistance

• Provide a system of accurate,

current information exchange on the

adverse consequences related to

alcohol abuse and other drug use

for students, faculty, and staff.

• Promote and support alcohol-free

programming options.

The Network StandardsEducation & Student

Assistance

• Provide, with peer involvement, a

system of assessment, intervention,

education, treatment, and /or

referral services for students, faculty

and staff utilizing collaborative

relationships among and between

community groups, agencies, and

the institution.

The Network StandardsEducation & Student

Assistance

• Include alcohol and other drug

information for students and their

family members in student

orientation programs.

• Support and encourage faculty in

incorporating alcohol and other drug

education into the curriculum,

where appropriate.

The Network StandardsEducation & Student

Assistance

• Develop a coordinated effort across

campus to offer a student

assistance program encompassing

alcohol, other drug, and related

violence education, assessment,

treatment and referral.

The Network Standards

Enforcement

• Publicize all alcohol and other drug

policies.

• Consistently enforce alcohol and

other drug-related policies.

The Network

Standards

Enforcement• Exercise appropriate sanctions

for violent acts as harassment;

verbal, physical and sexual

abuse, as well as disruptive

and destructive behavior

• Exercise appropriate sanctions

for the illegal sale or

distribution of alcohol and illicit

drugs.

The Network StandardsAssessment

• Assess the institutional environment

as it contributes to or mitigates

against alcohol and other drug

problems and related violence.

• Assess campus awareness,

attitudes, and behaviors regarding

alcohol and other drug use and

apply results to program

development.

The Network StandardsAssessment

• Collect and related AODV

information from police or security

reports to guide program

development.

• Collect summary data regarding

alcohol and other drug related

disciplinary actions, including

violent and other disruptive

behavior and use it to guide

program development.

The Network StandardsCommunity Collaboration

• Establish and maintain effective

working relationships with external

agencies, groups, and individuals

whose operations are relevant to

our mission and goals.

• Address campus/community issues

of alcohol and other drug access,

availability, and enforcement at

local, regional and state levels.

The Network StandardsCommunity Collaboration

• Consider the inclusion of the

following agencies and groups: law

enforcement, judicial system, state

liquor control license agency,

hospitality industry (including

retailers), local government,

neighborhood associations, faith

community, family/parents, school

systems, area health care &

treatment providers, & others as

appropriate.

The Network StandardsCommunity Collaboration

• Facilitate the development,

implementation and evaluation of a

strategic plan that addresses

underage AODV issues in the

community and state.

American College Health Association

Standards of Practice for Health

Promotion in Higher Education, Revised 2004

Introduction that welcomes

multidisciplinary practitioners

and delineates the premises

that guide the Standards

ACHA SPHPHE

• 6 Standards of Practice

• 24 Indicators

www.acha.org/info_resources/SPHPHE_statement.pdf

ACHA SPHPHE

• Six Standards

– Integrate with the Learning Mission of

Higher Education

– Collaborative Practice

– Cultural Competence

– Theory-Based Practice

– Evidence-Based Practice

– Continuing Professional Development and

Service

Integrate with the

Learning Mission of

Higher Education• Effective practice of health

promotion in higher education

requires professionals to

incorporate individual and

community health promotion

initiatives into the learning

mission of higher education

Integrate with the

Learning Mission of

Higher Education• Develop health-related programs

and policies that support student

learning

• Incorporate health promotion

initiatives into academic research,

courses, and programs

• Disseminate research that

demonstates the effect of individual

health behaviors & environmental

factors on student learning

Collaborative Practice

• Effective practice of health

promotion in higher education

requires professionals to

support campus and

community partnerships to

advance health promotion

initiatives.

Collaborative Practice

• Advocate for a shared vision that

health promotion is the

responsibility of all campus and

community members

• Develop and participate in campus

and community partnerships that

advance health promotion initiatives

• Utilize campus and community

resources to maximize the

effectiveness of health promotion

initiatives

Collaborative Practice

• Advocate for campus, local,

state and national policies that

address campus and

community health issues

• Advocate for the

institutionalization of health

promotion initiatives through

inclusion in campus strategic

planning and resource

allocation processes

Cultural Competence

• Effective practice of health

promotion in higher education

requires professionals to

demonstrate cultural

competency and inclusiveness

in advancing the health of

individuals and communities

Cultural Competence

• Identify the social, cultural, political,

and economic disparities that

influence the health of students.

• Design health promotion initiatives

that reflect the social, cultural,

political, and economic diversity of

students.

Cultural Competence

• Develop health promotion mission

statements, program policies, staff

recruitment, retention practices and

professional development goals that

reflect thesocial, cultural, political,

and economic diversity of the

campus.

• Provide leadership for campus wide

understanding of the connection

between culture, identity, social

justice,and student health status.

Theory-Based Practice

• Effective practice of health

promotion in higher education

requires professionals to

understand and apply

professionally recognized and

tested theoretical approaches

that address individual and

community health

Theory-Based Practice

• Review health promotion research

from interdisciplinary sources as a

guide for the development of health

promotion initiatives.

• Apply professionally recognized

methods and tested theories to the

development of health promotion

initiatives

• Articulate the theoretical

frameworks used in health

promotion decision making to the

campus community

Evidence-Based Practice

• Effective practice of health

promotion in higher education

requires professionals to

understand and apply evidence-

based approaches to health

promotion

Evidence-Based Practice

• Review data gathered from

published research on campus,

local, state, and national health

priorities.

• Conduct population-based

assessments of health status, needs,

and assets of students.

• Conduct environmental

assessments of campus-community

health needs and resources

Evidence-Based Practice

• Develop measurable goals and

objectives for health promotion

initiatives

• Evaluate health promotion

initiatives using valid and reliable

quantitative and qualitative

approaches

• Report evaluation data and results

to students, faculty, staff, and

campus community.

Continuing Professional

Development and

Service• Effective practice of health

promotion in higher education

requires professionals to engage

in on-going professional

development and service to the

field.

Continuing Professional

Development and

Service

• Apply ethical principles to the

practice of health promotion

• Participate regularly in formal

professional development

• Assist others in strengthening their

health promotion skills.

ACHA SPHPHE

• 24 Indicators

• Vision Into Action

– Health Promotion Program Development

Guidebook

– Individual Professional Development

Assessment Tool

– Program Development Assessment Tool

Council for the Advancement of

Standards (CAS)

SPHPHE will be used as the functional area, Health Promotion CAS

standards, like the College Health Services and ATOD standards

functional areas.

Overview of CAS

• Founded in 1979 in response to

efforts to establish specialized

accreditation for student affairs

preparation programs

• CAS is a consortium of 34

professional associations

• Twenty-nine standards and

guidelines have been

promulgated (and sometimes

revised) by fall 2001

CAS Functional Areas include:

1. Academic Advising (2002)

2. Admission Programs (2002)

3. Alcohol, Tobacco and Other Drug Programs (2003)

4. Campus Activities (2002)

5. Campus Information and Visitor Services (2002)

6. Career Services (2002)

7. College Health Programs (2002)

8. College Unions (2002)

9. Commuter Student Programs (2002)

10. Conference and Events Programs (2002)

11. Counseling Services (2002)

12. Disability Support Services (2003)

13. Educational Services for Distance Learners (2002)

14. Financial Aid Programs (2002)

15. Fraternity & Sorority Advising (2002)

16. Housing & Residential Life Programs (2002)

17. International Student Programs & Services (2002)

18. Judicial Programs (2002)

19. Learning Assistance Programs (2002)

20. Lesbian, Gay, Bisexual, & Transgender Programs (2002)

21. Minority Student Programs (2002)

22. Outcomes Assessment & Program Evaluation (2002)

23. Recreational Sports Programs (2002)

24. Registrar Programs & Services (2002)

25. Religious Programs (2002)

26. Student Leadership Programs (2002

27. Student Orientation Programs (2002)

28. TRIO and other Educational Opportunity Programs (2002)

29. Women Student Programs & Services (2002)

30. Masters Level Student Affairs Administration Preparation Programs (2002)

CAS Member Associations• American Association for Collegiate Independent Study (AACIS)

American Association for Employment in Education (AAEE)

American College Counseling Association (ACCA)

American College Health Association (ACHA)

American College Personnel Association (ACPA)

American Counseling Association (ACA)

Association of College and University Housing Officers -- International (ACUHO-I)

Association of College Unions International (ACUI)

Association of Collegiate Conference & Events Directors-Int'l (ACCED-I)

Association of Fraternity Advisors (AFA)

Association for Student Judicial Affairs (ASJA)

Association on Higher Education and Disability (AHEAD)

Canadian Association of College and University Student Services (CACUSS)

College Reading and Learning Association (CRLA)

Collegiate Information and Visitor Services Association (CIVSA)

Council for Opportunity in Education (COE)

NAFSA -- Association of International Educators (NAFSA­AIE)

National Academic Advising Association (NACADA)

National Association for Campus Activities (NACA)

National Association for College Admission Counseling (NACAC)

National Association for Developmental Education (NADE)

National Association of College Auxiliary Services (NACAS)

National Association of Colleges and Employers (NACE)

National Association of Student Financial Aid Administrators (NASFAA)

National Association of Student Personnel Administrators (NASPA)

National Clearinghouse for Commuter Programs (NCCP)

National Consortium of Lesbian, Gay, Bisexual, and Transgender Resources in

Higher Education

National Council on Student Development (NCSD)

National Intramural and Recreational Sports Association (NIRSA)

National Orientation Directors Association (NODA)

National Society for Experiential Education (NSEE)

The Network: Addressing Collegiate Alcohol and Other Drug Issues (The Network)

Southern Association for College Student Affairs (SACSA) -- Associate Member

(SACSA)

CAS Mission

• Promulgate standards and

guidelines for practice and

preparation

• Promote assessment in

educational practice

• Promote the use of standards in

practice

• Promote quality assurance

within higher education

The CAS Approach to:Self-Regulation & Self Assessment

• Institutional culture that values

involvement of all its members in

decision making

• Quality indicators that are

determined by the institution

• Use of standards and guidelines

in quality assurance

The essential elements of self-regulation

include:

The CAS Approach to

Self-Regulation &

Self-Assessment

• Collection and analysis of data on

institutional performance

• Commitment to continuing

improvement that presupposes

freedom to explore and develop

alternative directions for the

future

Other Uses of CAS

Standards

• Program establishment

• Staff development

• Academic preparation

• Credibility

What is the difference between

a CAS standard and a CAS guideline?

A CAS Standard, which is printed in BOLD

TYPE, is considered to be essential to successful

professional practice and uses the auxiliary

verbs "must" and "shall." Compliance with the

CAS standards indicates that a program meets

essential criteria as described in each standard

statement and that there is tangible evidence

available to support that fact.

A CAS Guideline, printed in LIGHT FACE

TYPE, is a statement that clarifies or amplifies a

CAS standard. CAS guidelines use the auxiliary

verbs "should" and "may."

Alcohol, Tobacco, and Other Drug

Program

CAS Standards & Guidelines

• For the purpose of this

document the term “alcohol,

tobacco and other drug use or

abuse” includes:1. The illegal use of alcohol, tobacco,

prescription medications and other

drugs.

2. The high-risk use and/or abuse of

alcohol, tobacco, prescription

medications, over-the-counter

medications and nutritional

supplements.

CAS Standards &

Guidelines

Part 1. Mission

Part 2. Program

Part 3. Leadership

Part 4. Organization & Management

Part 5. Human Resources

Part 6. Financial Resources

Part 7. Facility,Technology & Equipment

CAS Standards &

Guidelines

Part 8. Legal Responsibilities

Part 9. Equity & Access

Part 10. Campus & External

Relations

Part 11. Diversity

Part 12. Ethics

Part 13. Assessment & Evaluation

Part 1. Mission• The alcohol, tobacco, and other drugs

program (ATOD) must incorporate student learning and student development in its mission.

• The program must enhance overall educational experiences.

• The program must develop, record, disseminate, implement and regularly review its mission and goals.

• Mission statements must be consistent with the mission and goals of the institution and with the standards in this document.

• The program must operate as an integral part of the institution’s overall mission.

Part 2. ProgramDesirable Student Learning & Development

Outcomes

• Intellectual growth

• Effective communication

• Enhanced self-esteem

• Realistic self-appraisal

• Values clarification

• Career choices clarification

• Leadership development

• Healthy behavior

• Meaningful interpersonal relationships

• Independence

• Collaboration

• Social responsibility

• Satisfying & productive lifestyles

• Appreciating diversity

• Spiritual awareness

Part 2. Program

The ATODP must include:

• Environmental management

strategies

• Institutional policies

• Enforcement strategies

• Biennial review

• Community collaboration

• Training & education

• Assistance & referral

• Student leadership

CAS Standards & Guidelines

Part 2 - Program

• ATODP staff must serve as positive

role models for ethical and healthy

behaviors.

• ATODP must develop and provide

education on policies, laws,

prevention, intervention and

treatment resources, and training

for students, including student

organizations.

Part 2 - Program

• ATODP must provide access

to support services for

students with alcohol or

other drug-related concerns.

Part 3

• articulate a vision and mission for their

programs and services

• set goals and objectives based on the

needs of the population served and desired

student learning and development

outcomes

• advocate for their programs and services

• promote campus environments that

provide meaningful opportunities for

student learning, development, and

integration

Part 3

• identify and find means to address

individual, organizational, or

environmental conditions that foster

or inhibit mission achievement

• advocate for representation in

strategic planning initiatives at

appropriate divisional and

institutional levels

Part 3

• initiate collaborative interactions

with stakeholders who have

legitimate concerns and interests in

the functional area

• apply effective practices to

educational and administrative

processes

• prescribe and model ethical

behavior

• communicate effectively

Part 3 - Leadership

• manage financial resources,

including planning, allocation,

monitoring, and analysis

• incorporate sustainability practices

in the management and design of

programs, services, and facilities

• manage human resource processes

including recruitment, selection,

development, supervision,

performance planning, and

evaluation

Part 3- Leadership

• empower professional, support, and

student staff to accept leadership

opportunities

• encourage and support scholarly

contribution to the profession

• be informed about and integrate

appropriate technologies into

programs and services

Part 3 - Leadership

• be knowledgeable about federal,

state/provincial, and local laws

relevant to the programs and

services and ensure that staff

members understand their

responsibilities by receiving

appropriate training

Part 3 - Leadership

• develop and continuously improve

programs and services in response

to the changing needs of students

and other populations served and

the evolving institutional priorities

• recognize environmental conditions

that may negatively influence the

safety of staff and students and

propose interventions that mitigate

such conditions

Part 4 – Human

Resources

• must establish procedures for staff

selection, training, and evaluation;

set expectations for supervision; and

provide appropriate professional

development opportunities to

improve the leadership ability,

competence, and skills of all

employees.

Part 4 – Human

Resources• ATODP professional staff members

must hold an earned graduate or

professional degree in a field

relevant to the position they hold or

must possess an appropriate

combination of educational

credentials and related work

experience.

• ATODP prevention specialists must

hold a minimum of a bachelor's

degree in a related field and have

relevant training and experience.

Part 4 – Human

Resources

• Intern Training

• Student Employees

• Training on Institutional

Policies

• Adequate technical and support

staff

• Training – technology & records

Part 4 – Human

Resources

• Training – emergency

procedures

• Salary & benefits

commensurate with experience

• Maintained and updated

position descriptions

• Regular performance planning

and evaluation

Part 5 - Ethics

• New staff must be oriented to

relevant ethical

statements/standards

• Privacy and confidentiality must be

ensured

• Be aware of and follow IRB/human

subjects policies

• Staff must recognize and avoid

conflicts of interest

Part 5 -Ethics

• Insure fair, objective and impartial

treatment of all

• Handle funds in accordance of

established and responsible

procedures

• Promotional and descriptive

information must be accurate and

free of deception

• Staff must perform within the limits

of their training, competence

Part 6 Legal

Responsibilities

• Must have written policies on all

relevant operations, transactions

and tasks that may have legal

implications

• No harassment or creaton of

hostile/offensive environments

• Use reasonable and informed

practices to limit institutional

liability

Part 6 – Legal

Responsibilties

• Institution must provide legal

advice for ATODP staff

members

• ATODP staff members must be

aware of and seek advice from

legal

Part 7 – Equity and

Access

• Discrimination must be avoided

• Staff must take action to remedy

significan imbalances in student

participation and staffing patterns

• Ensure physical and program access

for persons with disabilities

• Recognize the needs of distance

learning students; provide

appropriate services and assist in

Id’ing and gaining access to services

Part 8 - Diversity

• Promote environments that are

characterized by open and

continuous communication that

deepens understanding of identity,

culture, heritage.

• Recognize, honor, respect

commonalities and differences

• Address characteristics and needs of

diverse populations while

implementing policies and

procedures

Part 9 – Organization

and Management

• ATODP must be structured

purposefully

• Must monitor websites used for

distributing info to ensure

accuracy

• Use of effective mgt including

use of comprehensive and

accurate info for decision

making

Part 9 – Organization

and Management

• ATODP director/coordinator must

be placed within institution

organizational structure to promote

cooperative interaction; develop

support of high-level admins.

• ATODP must collaborate in

development of policies

Part 10 – Campus and

External Relations

• ATODP must reach out to

relevant others

• Must have procedures and

guidelines for responding to

threats and emergencies

• Policies for communicating with

the media

• Gather and disseminate info on

ATODP programs and topics

Part 11 – Financial

Resources

• Must have adequate funding

• Must demonstrate fiscal

responsibility

Part 12 - Technology

• Must have adequate technology

• Must maintain policies and

procedures that address

security and data back up

• When used for learning &

development, technology must

reflect current best practices

• Workstations must be

accessible

Part 13 – Facilities and

Equipment

• ATODP must have adequate,

accessible, and suitably located

facilities and equipment

• Well equipped work space, adequate

in size.

• Must have work space to secure

work adequately

• Facility design should guarantee

record security and confidentiality

Part 14 – Assessment

and Evaluation

• Must establish systematic plans

and processes to meet

accountability expectations

• Must evaluate regularly how

they complement and enhance

institutional mission

• Must assess ATOD attitudes,

beliefs, and behaviors

Part 14 – Assessment

and Evaluation

• Must assesses

– ATOD related consequences

– property damage

– policy violations

– counseling caseloads

– Perceptions and social norms

– Environmental scans

Putting the

CAS Standards to Work

• Establish and prepare the self-study team

• Conduct the self-study

• Identify and summarize evidence

• Identify discrepancies

• Determine appropriate corrective action

• Recommend action for program enhancement

• Prepare an action plan

Process

• What standards are you using?

• Benefits of using these tools to

assess?

• Disadvantages of using these

tools?

• Roadblocks to using these

tools?